Category: edci335

This sharing is very interesting and gamification and interaction with learning materials can help students to learn about the real situations. This is very practically applied in students lives, and it is good for students to develop interaction activities. Students can enhance communication activities, thinking mode et..https://jackk.opened.ca/blog4-interactive-learning/#comment-

Interaction

Chosen video “What is Gamification? A Few Ideas.”https://www.youtube.com/watch?v=BqyvUvxOx0M

This video I looked for is related to our group interactive learning materials, gamification and interaction with learning materials. I am looking for an interactive video and I have found it on YouTube and this video tells gamification. For example, students can learn about the relevant content by watching the animation. Learning this can master relevant concepts in the game.

What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?

The video itself does not include interaction, however, students can implement interactive behavior by watching the video, students can master the relevant concepts, and understand the simulation process of gamification through animation.

In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, think about the topic (learner-generated)?

The video shows different concepts through amification , and students can respond by taking notes and answering the questions in the video, which helps to cultivate students’ critical thinking. In fact, animated videos are attractive, and students are able to define the meaning and characteristics of gamification in a simulated animation.

What activity could you suggest that they do, after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

I will divide students into different groups, through group activities, students can interact in groups, they can share their feelings, concepts, and they can form new activities. Group activities help students to form a benign interaction, improve their communication skills, thinking ability, and form a growth thinking mode. Students can use Zoom, Microsoft Teams.

How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?

In order to better get feedback from students, I will design some small games. Students will test through the game interaction and Quizlet, master students ‘learning level through students’ grades, and provide feedback according to students’ classroom performance.

1.

Blog Post #3 – Inclusive Design

2.

Inclusive Design

Considering the inclusive design, I mainly want to talke about 2 questions:

1.How will your interactive learning resource specifically ensure that the needs of all learners can be met?

2.Consider the learning environment for your current design. What potential barriers can be reduced or eliminated to provide more pathways for learner success?

What is inclusive design?

“Inclusive design considers the full range of human diversity with respect to ability, language, culture, gender, age, and other forms of human difference. It empowers designers to create products whose experiences serve as many people as possible (Justin, 2021)”

Why is inclusive design important?

Inclusive design takes as much into account the needs and abilities of most people as possible, which requires us to learn from their behaviour and adaptability, thus fostering compassion while acknowledging our own prejudices. It also prompts faculty to examine student relationships to the learning environment, and while the purpose of accessibility is to minimize exclusion, inclusive design is beyond this scope. Inclusive design develops solutions to improve the goal of efficient learning, thus achieving the goal of managing and improving the ability of all students.

Research questions

1.How will your interactive learning resource specifically ensure that the needs of all learners can be met?

Our group adopts the interactive learning method, and everyone can participate in the group design, share resources, and discuss problems.

2. Consider the learning environment for your current design. What potential barriers can be reduced or eliminated to provide more pathways for learner success?

Our current learning environment is about online learning. In the traditional learning environment, students can communicate face to face, professors write on the blackboard, and all students complete interactive learning in class. The current online learning environment allows students to participate in the same class around the world, and when and where we visit the class is unrestricted. If the student is off, the student can visit the link again and watch the recorded video. This way helps us to timely obtain teaching information and improve our abilities.

Online learning can integrate a variety of resources. For example, professors can put videos, text, links and other materials in the same subject, and students can access the materials by themselves. This approach helpes me get more information about the course, as well as less geographical and time constraints. Even if I am in China, I can study. This meets my learning needs. At the same time, I can also form a positive interaction with other students through online learning, especially when completing the group tasks, we can communicate in time, we can visit the email, visit zoom and so on. In short, inclusive instructional design and online learning experience help us achieve better grades and classroom performance, which is of great significance for our future development.

Reference

Justin Morales (2021). What is Inclusive Design? Principles and Examples. Retrieved from: https://xd.adobe.com/ideas/principles/design-systems/what-is-inclusive-design-principles-and-examples/

Blog Post #2: Learning Design

Is Experiential Learning a Good Approach for Learning Programming?

Cooperative learning

First, as for the definition of cooperative learning, cooperative learning refers to the mutual learning of students with a clear division of responsibilities in order to complete the common tasks (Brown & Palincsar, 2018). Cooperative learning encourages students to work together for the collective and individual interests, and to realize their ideals in the process of completing common tasks.

Cooperative learning is an organizational form of learning, which corresponds to “individual learning”. Cooperative learning refers to the mutual learning of learners with clear division of responsibilities in order to complete common tasks. Cooperative learning is a social learning model, which is committed to building a learning group. Cooperative learning is usually developed by the groups, and this is the core form. Therefore, cooperative learning is particularly important under the new curriculum system.

Psychologist Schutz believes that everyone has the psychological needs of interpersonal communication, including tolerance needs, control needs and emotional needs (King & Ng, 2018). American psychologist Maslow’s hierarchy of needs believes that when the physiological needs and safety needs are met, people desire to get belonging and love (Hopper, 2020). Learners are eager to establish friendship with partners and hope to be praised by teachers. When the current three needs are basically met, there will be a need for respect and self-realization. In the process of cooperative learning, different personality psychology (such as ability, temperament, character, need, motivation, faith, etc.) with the learning process of understanding process, emotional process, will process, constantly collision and integration. In the cooperation and communication with others, learners learn to build up confidence, learn to respect others, learn how to complete tasks, achieve achievements, maximize their potential, and realize themselves. At the same time, he is eager to gain recognition and attract their attention and appreciation. The establishment of cooperative learning relationship creates a time and space for learners to communicate and cooperate with others, which complies with the psychological needs of students.

Our group explored Finance Management, and through cooperative learning, we explored research issues, task division and blueprint, etc. Cooperative learning has realized the collision of thinking. In the group discussion, we constantly put forward new ideas. At the same time, we help each other and learn from each other when facing difficulties, and improve the learning efficiency.

Reference

Brown, A. L., & Palincsar, A. S. (2018). Guided, cooperative learning and individual knowledge acquisition. In Knowing, learning, and instruction (pp. 393-451). Routledge.

Hopper, E. (2020). Maslow’s hierarchy of needs explained. ThoughtCo, ThoughtCo, 24, 1-3.

King, J., & Ng, K. Y. S. (2018). 9. Teacher Emotions and the Emotional Labour of Second Language Teaching. Language Teacher Psychology, 1.

How would the learning be designed differently by a behaviorist, a cognitivist, and a constructivist? Scenario: A high school social study teacher is planning a class on climate change.

In the teaching process, behaviorism focuses on the results of behavior. Behaviorists focus on observing behavior in specific environments, and reinforce it through stimulation (Ertmer & Newby, 2013). The characteristic of the learner is that the learner responds under the stimulation of the conditions in the environment. Therefore, when designing the climate change curriculum, the teacher provides students with pictures of different climates, and these pictures are stimuli, and students can answer questions related to climate effects based on these pictures. In other words, the teacher makes a connection between stimuli and responses.

A cognitivist highlights the relationship between knowledge and psychology. The brain receives, organizes, stores and retrieve information, and cognitists focus on the cognitive level of learners and how they acquire knowledge, which is a kind of psychological activity (Ertmer & Newby, 2013). For learners, cognitists believe that the environment can promote learning and emphasize the role of practice and corrective feedback. Therefore, when designing the curriculum, teachers observe the understanding of learners about the environment, their learning tendency, and the psychological transformation of learners when viewing photos of different environments. Teachers can link environmental changes to social hazards, and deepen students’ awareness of climate change through different classroom activities.

Constructivism is the integration of experience in classroom teaching and transforming experience into theory. Through external experience, learners can understand the world, and constantly create meaning. Constructivists believe that behavior is situational. In other words, the content should be embedded in the environment. Therefore, for climate change classroom design, teachers can create an environmentally changing environment for learners, including climate change, causing problems and triggering learners’ understanding of climate change.

Overall, these three methods are different from each other and teachers should design classes within diverse methods.

Reference

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective.Performance Improvement Quarterly, 26(2), 43-71. https://open.byu.edu/lidtfoundations/behaviorism_cognitivism_constructivism